Challenges of Education in Social Entrepreneurship: A Systematic Literature Review

Document Type : Research Paper

Authors

Department of New Business, Faculty of Entrepreneurship, University of Tehran, Tehran, Iran

Abstract

Purpose: This research aims to identify, categorize, and analyze the core challenges in social entrepreneurship education. It investigates the challenges present in the design, implementation, and evaluation processes of social entrepreneurship education programs.
Methodology: This study is fundamental in its objective and employs a descriptive-library approach, utilizing a systematic literature review method based on the PRISMA 2020 standard. Searches were conducted in ScienceDirect and Scopus databases using keywords related to "education," "social entrepreneurship," and "challenges" for the period between 2020 and 2025. Academic and research articles focusing on social entrepreneurship education and its challenges were examined, and their quality was assessed using the CASP tool.
Findings: The findings indicate that social entrepreneurship education faces numerous challenges, including the lack of an integrated and interdisciplinary approach, difficulties in integrating experiential methods due to limited access to technology and resistance to change, and financial constraints. Furthermore, research gaps were identified in theoretical, contextual, empirical, and educational domains, highlighting the need for more comprehensive and long-term research.
Conclusion: The development of social entrepreneurship education is crucial for addressing complex social and economic issues. However, overcoming the existing challenges requires attention to interdisciplinary approaches, the development of experiential learning methods, and supportive policymaking. Creating educational environments that prepare students to confront real-world challenges is key to empowering the next generation of social entrepreneurs.
 

Keywords

References

 
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Journal of Entrepreneurship Development
Volume 18, Issue 3
Special Letter
September 2025
Pages 69-96

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